TEXT COMPREHENSION, MEMORY, AND LEARNING
TEXT COMPREHENSION, MEMORY, AND LEARNING
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DOI：
10.1037/0003-066x.49.4.294
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发表时间：
1994-04-01
影响因子：
16.4
通讯作者：
KINTSCH, W
中科院分区：
文献类型：
--
作者：
KINTSCH, W
人们通常能够很好地复制文本，但无法将文本中的信息用于其他目的。 帮助人们再现文本的因素已经研究了一段时间。这篇文章探讨了让人们从文本中学习的方法。文本和读者的先验知识之间的内容重叠被确定为一个因素，并提出了确定文本是否适合具有给定背景知识的读者的方法。对于背景知识较低的读者来说，文本应该尽可能连贯和明确，以促进学习。然而，数据显示，对于有足够的背景知识的读者，语篇连贯的差距，刺激建设性的活动，实际上是更好的学习。
People are often able to reproduce a text quite well but are unable to use the information in the text for other purposes. Factors that help people to reproduce a text have been studied for some time. This article explores ways that enable people to learn from texts. Content overlap between a text and the reader's prior knowledge is identified as one factor, and methods are proposed to identify whether a text is suitable for readers with given background knowledge. For readers with low background knowledge, a text should be as coherent and explicit as possible to facilitate learning. However, data are presented to show that for readers with adequate background knowledge, texts with coherence gaps that stimulate constructive activities are in fact better for learning.